The book brings together social philosophy and educational theory. Liberalism's unresolved tensions between freedom and equality, public and private good, individual and state, etc., are illuminated by controversies in educational theory and policy.

This chapter contains sections titled: Introduction I II.

Ruth Jonathan; Introduction, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 1–12, https://doi.org/10.1111/1467-9752.00042.

Ruth Jonathan; What is an Educational Practice? A Reply to Wilfred Carr, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 177–180, htt.

Ruth M Jonathan; Education, Gender and the Nature/Culture Controversy, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 5–20, https://.

Ruth Jonathan; Bibliography, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 217–220, https://doi.org/10.1111/1467-9752.00050.

Ruth Jonathan; Education, Philosophy of Education and Context, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 13–25, https://doi.org.

This paper suggests that liberal philosophy of education, which shares the implicit commitments of modern neutralist liberalism, also exhibits that political philosophy's theoretical inadequacies and inability to guide practice. It argues that neither theoretical perspective can redeem its claims to equally respect the demands of liberty and equity, when those claims rely only on arguments of procedural value. Consequent implications, for both educational theory and educational aims, are discussed.

Michael Bonnett; Education in a Destitute Time[1], Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 21–33, https://doi.org/10.1111/j.1.

ABSTRACT How are educational theory and practice to respond to the problem of the fragmentation of value, characteristic of modernity? This paper criticises Susan Mendus' recent examination of three different arguments for revaluing past traditions. While endorsing her rejection of proposals to return to the past, the paper challenges the converse proposal that education should rely on the development of critical understanding. Such a proposal attends to only one of two features of modern consciousness which are of central relevance to (...) education. The paper further argues that liberal education's theoretical framework itself impedes a more adequate response to this and to related questions of individual and social development. (shrink)

Ruth M Jonathan; Two Concepts of Education? A reply to D. J. O’Connor, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 147–154, https.

This paper claims that liberal moral education is predicated on an inadequate conception of the roots of moral disposition and agency. It advances a view of modernity in which social and material conditions, whilst not comprising an ‘iron cage’, nevertheless give momentum to some trends in social (and individual) development, and place others at a discount. Thus a moral education which seeks to assure an open future through individual cognitive emancipation risks exacerbating processes inimical to its aims. This is illustrated (...) with reference to the socio-economic conditions of contemporary liberal capitalism and to broader features of modernity. Implications are sketched for the emancipatory aims of education, the role of the school in moral development, the scope of education theory, and the development of critical social theory and social practices. (shrink)

Book reviewed in this article:Common Schools, Uncommon Identities: National unity and cultural difference.

Ruth Jonathan; Cultural Elitism Explored: G. H. Bantock’s educational theory, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 265–277.

Ruth Jonathan; Educational ‘Goods’: Value and Benefit, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 59–82, https://doi.org/10.

Ruth Jonathan; Educating the Virtues: a problem in the social development of consciousness?, Journal of Philosophy of Education, Volume 27, Issue 1, 30 May 2006.

Ruth Jonathan; Freedom and the Individual, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 109–141, https://doi.org/10.1111/1467.

Ruth Jonathan; Re-ordering Society: Re-forming Education, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 13–29, https://doi.org.

Ruth Jonathan; Persons and their Preferences, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 143–179, https://doi.org/10.1111/1.

Ruth Jonathan, Nigel Blake; Philosophy in Schools: a request for clarification, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 221–2.

Ruth Jonathan; Right and Choices: Illusory Freedoms, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 83–107, https://doi.org/10.

Ruth Jonathan; Reform: Rhetoric, Rationale and Representation, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 31–57, https://do.

Ruth Jonathan; Re-ordering Society: Re-forming Education, Journal of Philosophy of Education, Volume 31, Issue 1, 16 December 2002, Pages 13–29, https://doi.org.